How do these districts compare?
| Metric | CPLC Community Schools dba Toltecalli High School (80032) | Peoria Unified School District (4237) |
|---|---|---|
| Location | TUCSON, Arizona | GLENDALE, Arizona |
| Total Enrollment | 125 | 36,527 |
| Number of Schools | 1 | 44 |
| Student:Teacher Ratio | — | 17.8:1 |
Spending
| Metric | CPLC Community Schools dba Toltecalli High School (80032) | Peoria Unified School District (4237) |
|---|---|---|
| Per-Pupil Expenditure | $13,307 | $10,264 |
| Federal Revenue | 20.0% | 15.6% |
| State Revenue | 76.4% | 49.0% |
| Local Revenue | 3.6% | 35.4% |
CPLC Community Schools dba Toltecalli High School (80032)
Federal State Local
Peoria Unified School District (4237)
Federal State Local
Demographics
Average across all schools in each district. Source: CCD Membership 2024-25.
| Group | CPLC Community Schools dba Toltecalli High School (80032) | Peoria Unified School District (4237) |
|---|---|---|
| White | 0.0% | 42.8% |
| African American | 1.6% | 5.4% |
| Hispanic or Latino | 94.4% | 42.1% |
| Asian | 0.0% | 2.8% |
| American Indian / Alaska Native | 2.4% | 1.5% |
| Pacific Islander | 0.8% | 0.2% |
| Multiracial | 0.8% | 5.2% |
| Free/Reduced Lunch | 78.4% | 36.7% |
Academic Resources
Source: Civil Rights Data Collection (CRDC) 2021-22 Civil Rights Data Collection (CRDC) 2021-22
| Resource | CPLC Community Schools dba Toltecalli High School (80032) | Peoria Unified School District (4237) |
|---|---|---|
| AP Courses Offered | — | 70 |
| Schools with AP | 0 | 7 |
| Avg Gifted Enrollment | — | — |
| Avg Counselor Ratio | 126:1 | 296.9:1 |
| Chronic Absenteeism | 100.0% | 55.0% |
School Types
CPLC Community Schools dba Toltecalli High School (80032)
Regular Schools 0
Charter Schools 1
Magnet Schools 0
Title I Schools 0
Peoria Unified School District (4237)
Regular Schools 0
Charter Schools 0
Magnet Schools 0
Title I Schools 0
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Related
Source: U.S. Department of Education NCES Common Core of Data + F-33 finance + Civil Rights Data Collection Compiled and formatted by PlainSchools Editorial.